942
Views
15
CrossRef citations to date
0
Altmetric
Articles

Face Threat Mitigation in Feedback: An Examination of Student Feedback Anxiety, Self-Efficacy, and Perceived Emotional Support

&

References

  • Allen, J. L., Long, K. M., O’Mara, J., & Judd, B. B. (2008). Students’ Predispositions and Orientations toward Communication and Perceptions of Instructor Reciprocity and Learning. Communication Education, 57, 20–40. doi:10.1080/03634520701670908
  • Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi:10.1037//0033-295x.84.2.191
  • Biggers, T., & Rankis, O. E. (1983). Dominance-submissiveness as an effective response to situations and as a predictor of approach-avoidance. Social Behavior & Personality: An International Journal, 11, 61–69. doi:10.2224/sbp.1983.11.2.61
  • Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge, UK: Cambridge University Press.
  • Brummernhenrich, B., & Jucks, R. (2016). “He shouldn’t have put it that way!” How face threats and mitigation strategies affect person perception in online tutoring. Communication Education, 65, 290–306. doi:10.1080/03634523.2015.1070957
  • Burleson, B. (2009). Understanding the outcome of supportive communication: A dual-process approach. Journal Of Social & Personal Relationships, 26, 21–38. doi:10.1177/0265407509105519
  • Bourhis, J., Allen, M., & Bauman, I. (2006). Communication apprehension: Issues to consider in the classroom. Classroom communication and instructional processes: Advances through meta-analysis, 211–227.
  • Booth–Butterfield, M. (1989). The interpretation of classroom performance feedback: An attributional approach. Communication Education, 38, 119–131. doi:10.1080/03634528909378745
  • Can, G., & Walker, A. (2011). A model for doctoral students’ perceptions and attitudes toward written feedback for academic writing. Research in Higher Education, 52, 508–536. doi:10.1007/s11162-010-9204-1
  • Chesebro, J. L., & McCroskey, J. C. (1998). The relationship of teacher clarity and teacher immediacy with students’ experiences of state receiver apprehension. Communication Quarterly, 46, 446–456. doi:10.1080/01463379809370114
  • Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50, 59–68. doi:10.1080/03634520109379232
  • Clark-Gordon, C. V., Bowman, N. D., Watts, E. R., Banks, J., & Knight, J. M. (2018). “As good as your word:” Face-threat mitigation and the use of instructor nonverbal cues on students’ perceptions of digital feedback. Communication Edcuation, 67, 206–225. doi:10.1080/03634523.2018.1428759
  • Coetzee, S. A., Schmulian, A., & Kotze, L. (2014). Communication Apprehension of South African Accounting Students: The Effect of Culture and Language. Issues in Accounting Education, 29, 505–525. doi:10.2308/iace-50850
  • de Kleijn, R. A., Mainhard, M. T., Meijer, P. C., Brekelmans, M., & Pilot, A. (2013). Master’s thesis projects: Student perceptions of supervisor feedback. Assessment & Evaluation in Higher Education, 38, 1012–1026. doi:10.1080/02602938.2013.777690
  • Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49, 207–219. doi:10.1080/03634520009379209
  • Goffman, E. (1955). On face-work: An analysis of ritual elements in social interaction. Psychiatry, 18, 213–231.
  • Gürcan, A. (2005). The correlation between IT self-efficacy perception and cognitive learning strategies. Eurasian Journal of Educational Research, 19, 179–193.
  • Kennedy-Lightsey, C. D. (2010). Recognizing contributions: Face-support and face-threat influences on students’ emotional and communicative responses. Communication Research Reports, 27, 20–29. doi:10.1080/08824090903526588
  • Kerssen-Griep, J., Trees, A. R., & Hess, J. A. (2008). Attentive facework during instructional feedback: Key to perceiving mentorship and an optimal learning environment. Communication Education, 57, 312–332. doi:10.1080/03634520802027347
  • Kerssen-Griep, J., & Witt, P. L. (2012). Instructional feedback II: How do instructor immediacy cues and facework tactics interact to predict student motivation and fairness perceptions? Communication Studies, 63, 498–517. doi:10.1080/10510974.2011.632660
  • Kerssen-Griep, J., & Witt, P. L. (2015). Instructional feedback III: How do instructor facework tactics and immediacy cues interact to predict student perceptions of being mentored? Communication Education, 64, 1–24. doi:10.1080/03634523.2014.978797
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284. doi:10.1037/0033-2909.119.2.254
  • Lam, C. (2011). Linguistic politeness in student-team emails: Its impact on trust between leaders and members. IEEE Transactions On Professional Communication, 54, 360–375. doi:10.1109/tpc.2011.2172669
  • Lancour, J. A. (2011). Strategic programming for early university entrants: Creating support for socio-emotional needs. Understanding Our Gifted, 23(3), 3–7.
  • LaRochelle, J. M., & Karpinski, A. C. (2016). Racial differences in communication apprehension and interprofessional socialization in fourth-year doctor of pharmacy students. American Journal of Pharmaceutical Education, 80(1), 1–9. doi:10.5688/ajpe8018
  • Martin, M. M., Valencic, K. M., & Heisel, A. D. (2002). The relationship between students’ communication apprehension and their motives for communicating with their instructors. Communication Research Reports, 19, 1–7. doi:10.1080/08824090209384826
  • Mazer, J. P., McKenna-Buchanan, T. P., Quinlan, M. M., & Titsworth, S. (2014). The dark side of emotion in the classroom: Emotional processes as mediators of teacher communication behaviors and student negative emotions. Communication Education, 63, 149–168. doi:10.1080/03634523.2014.904047
  • Melzer, D. K., & Grant, R. M. (2016). Investigating differences in personality traits and academic needs among prepared and underprepared first-year college students. Journal of College Student Development, 57, 99–103. doi:10.1353/csd.2016.0004
  • McCroskey, J. C. (1982). Personal Report of Communication Apprehension––24. PsycTESTS Dataset. doi:10.1037/t27198-000
  • McCroskey, J. C., & Beatty, M. J. (1986). Oral communication apprehension. In Shyness (pp. 279–293). Boston, MA: Springer.
  • Mikulincer, M. (1988). The relation between stable/unstable attribution and learned helplessness. British Journal of Social Psychology, 27, 221–230. doi:10.1111/j.2044-8309.1988.tb00822.x
  • Miller, A. N., Katt, J. A., Brown, T., & Sivo, S. A. (2014). The relationship of Instructor self-disclosure, nonverbal immediacy, and credibility to student incivility in the college classroom. Communication Education, 63, 1–16. doi:10.1080/03634523.2013.835054
  • Morand, D. A., & Ocker, R. J. (2003, January). Politeness theory and computer-mediated communication: A sociolinguistic approach to analyzing relational messages. 36th Annual Hawaii International Conference on System Sciences, 2003. doi:10.1109/hicss.2003.1173660
  • Mottet, T. P., & Beebe, S. A. (2002). Relationships between teacher nonverbal immediacy, student emotional response, and perceived student learning. Communication Research Reports, 19(1), 77–88. doi:1080/08824090209384834
  • Myers, I. B. (1990). Gifts differing. Palo Alto, CA: Consulting Psychologists Press.
  • Myers, S. A., Martin, M. M., & Knapp, J. L. (2005). Perceived instructor in-class communicative behaviors as a predictor of student participation in out of class communication. Communication Quarterly, 53, 437–450. doi:10.1080/01463370500102046
  • Oatley, K., & Johnson-laird, P. N. (1987). Towards a Cognitive Theory of Emotions. Cognition & Emotion, 1, 29–50. doi:10.1080/02699938708408362
  • Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. doi:10.1177/0013164493053003024
  • Ross, L. T., & Hill, E. M. (2002). Childhood unpredictability, schemas for unpredictability, and risk taking. Social Behavior and Personality: an International Journal, 30(5), 453–473. doi:10.2224/sbp.2002.30.5.453
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. doi:10.1006/ceps.1999.1020
  • Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, 9(4), 701–728.
  • Schunk, D. H. (1985). Self–efficacy and classroom learning. Psychology in the Schools, 22, 208–223.
  • Sopina, E., & McNeill, R. (2015). Investigating the relationship between quality, format and delivery of feedback for written assignments in higher education. Assessment & Evaluation in Higher Education, 40, 666–680. doi:10.1080/02602938.2014.945072
  • Titsworth, S., Quinlan, M. M., & Mazer, J. P. (2010). Emotion in teaching and learning: Development and validation of the classroom emotions scale. Communication Education, 59, 431–452. doi:10.1080/03634521003746156
  • Titsworth, S., McKenna, T. P., Mazer, J. P., & Quinlan, M. M. (2013).The bright side of emotion in the classroom: Do teachers’ behaviors predict students’ enjoyment, hope, and pride?. Communication Education, 62, 191–209. doi:10.1080/03634523.2013.763997
  • Trees, A. R., Kerssen-Griep, J., & Hess, J. A. (2009). Earning influence by communicating respect: Facework’s contributions to effective instructional feedback. Communication Education, 58, 397–416. doi:10.1080/03634520802613419
  • Wang, W., Zhao, Y., Qiu, L., & Zhu, Y. (2014). Effects of emoticons on the acceptance of negative feedback in computer-mediated communication. Journal of the Association for Information Systems, 15, 454–483. doi:10.17705/1jais.00370
  • Wheeless, L. R. (1975). An investigation of receiver apprehension and social context dimensions of communication apprehension. Communication Education, 24(3), 261–268. doi:10.1080/03634527509378169
  • Witt, P. L., & Kerssen-Griep, J. (2011). Instructional feedback I: The interaction of facework and immediacy on students’ perceptions of instructor credibility. Communication Education, 60, 75–94. doi:10.1080/03634523.2010.507820

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.